"I'm not learning"

The role of academic relevancy for low-achieving students

Howard E. Crumpton, Anne Gregory

Research output: Contribution to journalArticle

14 Citations (Scopus)

Abstract

When students enter high school with low achievement, they are likely to exit high school with low achievement. Given this stability in achievement, it is important to identify factors that can shift academic trajectories. Promising factors include the degree to which school is experienced as relevant and intrinsically motivating to students. Little is known about how these factors together are predictive of classroom engagement and achievement for low achievers in high school. Sampling a group of 44 low-achieving high school students, comprising Black students, the authors explored the effects of academic relevancy on engagement and achievement. Regression analyses show that students who found coursework personally relevant had increased engagement in Grade 10. Importantly, this relationship was mediated through intrinsic motivation.

Original languageEnglish (US)
Pages (from-to)42-53
Number of pages12
JournalJournal of Educational Research
Volume104
Issue number1
DOIs
StatePublished - Jan 1 2011

Fingerprint

school
learning
student
intrinsic motivation
school grade
regression
classroom
Group

All Science Journal Classification (ASJC) codes

  • Education

Keywords

  • achievement
  • engagement
  • low-achieving
  • motivation
  • relevancy

Cite this

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"I'm not learning" : The role of academic relevancy for low-achieving students. / Crumpton, Howard E.; Gregory, Anne.

In: Journal of Educational Research, Vol. 104, No. 1, 01.01.2011, p. 42-53.

Research output: Contribution to journalArticle

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